PERSPECTIVES ON SOCIAL WORK - University of Houston
PERSPECTIVES ON
SOCIAL WORK
The Journal of the Doctoral Students of the University of Houston
Spring/Summer 2016
VOLUME 12 ISSUE #1
Perspectives on Social Work
Editor
Maurya W. Glaude, MSW, LCSW
Editorial Board
Tamara Al-Rawwad
Christine Bakos-Block
Xin Chen
Yu ¡°Jessica¡± Miao
Post-Doctoral Consultants
Roberta Leal, Ph.D.
Micki Washburn, Ph.D.
External Reviewers
Kathryn Arnett
University of Pennsylvania
Jacqueline Burse
University of Texas, Arlington
Haipang Chen
Indiana University
Annie M. Francis
UNC, Chapel Hill
Michelle Gricus
University of St. Thomas
Cole Hooley
Washington University, St. Louis
Stephanie Howard
Howard University
Jamie Hatzis
Adelphi University
Lin Helen Jiang
University of Denver
Andrea Joseph
University of Pittsburgh
Elizabeth Kiehne
Arizona State University
Youn Kyoung Kim
University of Texas, Arlington
Sandra Leotti
Portland State University
Angela Lieber
Florida State University
Theresa Moran
Fordham University
Helen Nichols
University of Maryland
Lauren McInroy
University of Toronto
Scott D. Sainto
University of Texas, Arlington
Tina Simms
University of Minnesota
Kristin Smyth
University of South Florida
Rusty Souleymanov
University of Toronto
Abigail Williams
University of Michigan
Katherine Williams
Loyola University, Chicago
Faculty Sponsor
Sheara Williams Jennings, Ph.D.
Graduate Assistant
Natalie Wilson
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Table of Contents
Guest Editorial - Social Justice in Social Work Practice and Education
Susan P. Robbins
5
Paradigms Found in Reunification Research
Matthew A. Walsh, Indiana University School of Social Work
7
Fostering Research and Diversity Competencies for Students and Scholars:
The Case of an Interdisciplinary Research Seminar
Elizabeth G. Holman, University of Illinois at Urbana-Champaign
Megan S. Paceley, University of Kansas
15
Theoretical Models of Adult Suicide Behavior Based on Psychodynamic and
Cognitive Theory
Heather Peterson, University of Texas, Arlington
25
Intersectional Social Work Perspectives on the Systemic Killing of Black Men
De¡¯Shay Thomas, Arizona State University
36
Husain Lateef, Arizona University
Travis W. Cronin, Arizona University
Developing an Exercise Routine among People with Serious Mental Illness in the
Clubhouse Structured Exercise Program
Ingyu Moon, Simmons College
The CV Builder
43
61
Guidelines for Submissions
63
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Guest Editorial-Social Justice in Social Work Practice and Education
Since the beginning of the Progressive Era in the 20th century and the origins of the Settlement House
Movement, social justice has been an ideal, a core value, and guiding principle for social work practice. In
contrast to the morally uplifting advice that was the mainstay of the earlier Charity Organization Society,
social workers during this era were actively involved in advocacy for progressive social reforms and social
policy initiatives aimed at improving the living and working conditions of women, children, and newly arrived
immigrant poor (Reisch, 2002; Robbins, in press). However, the profession¡¯s commitment to social justice and
progressive social work that embodies those ideals has been inconsistent over the course of our history. As
Reisch and Andrews (2001) have noted, our profession, both historically and currently, has promoted practices
that essentially reinforce the status quo rather than promoting social justice. This tension between social
control and social reform has been an ongoing issue in both practice and education.
And, despite its centrality for social work, the concept of social justice can be seen from a variety of
perspectives and have multiple definitions, some of which run counter to the values of our profession (Austin,
Branom & King, 2014). A general definition that is consistent with social work values holds that social justice
is ¡°an abstract and strongly held social work ideal that all people should have equal rights to the resources of a
society and should expect and receive fair and equal treatment¡± (Heinonen & Spearman, 2001, p. 352).
More explicitly and fully defined in the National Association of Social Workers Code of Ethics (2008)
as one of our professions six ethical principles, the mandate that social workers ¡°challenge social injustice¡±
includes the following:
Social workers pursue social change, particularly with and on behalf of vulnerable and
oppressed individuals and groups of people. Social workers¡¯ social change efforts are focused
primarily on issues of poverty, unemployment, discrimination, and other forms of social
injustice. These activities seek to promote sensitivity to and knowledge about oppression and
cultural and ethnic diversity. Social workers strive to ensure access to needed information,
services, and resources; equality of opportunity; and meaningful participation in decision
making for all people (para 15).
In contrast, the Council on Social Work Education (2015), the organization responsible for overseeing
accreditation of social work programs in the United States, has expanded this to also include ¡°advancing
human rights and social, economic, and environmental justice¡± as one of the nine core competencies for social
work education. This includes an understanding of ¡°the global interconnections of oppression and human
rights violations¡± and knowledge about ¡°theories of human need and social justice and strategies to promote
social and economic justice and human rights (p.7). Given these varying definitions combined with extant
research that has also found inconsistent definitions used by students, academics, field advisors, and social
workers in practice, Morgaine (2014) suggested that ¡°For social work to continue to utilize the language of
social justice, it is imperative¡¡± that we ¡°¡engage with and extend these dialogues¡± (p. 6).
Several developments in the 21st century have brought social justice ideals to the forefront of both
practice and education. These include the Just Practice Framework proposed by Finn and Jacobson (2003;
2008); alternative research models that support social justice practice; a growing interest in political social
work, anti-oppressive practice, and structural social work practice; and an expansion of our theory base to
include a broad variety of critical theory and the strengths perspective (Finn & Jacobson, 2003; Robbins in
press). These are all important and timely advances that help bring us back to the roots of our profession.
Susan P. Robbins, Ph.D., LCSW
Professor, University of Houston
Editor-in-Chief, Journal of Social Work Education
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